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Lesson 5 - Attack Movements & Patterns

Heroic Dance Narratives

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Year 5

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Dance

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45 min

Big Question

How can we use low-level movements and formations to tell the story of an epic battle?

Learning Objectives

Copy and execute movement to communicate narrative themes through attack sequences
Develop movement vocabulary using formations and floor patterns to show conflict
Create coordinated low-level movements that effectively communicate attack scenarios

Key Outcomes

Students will perform attack movements with clear intention and narrative purpose
Students will work collaboratively in formations to create dynamic floor patterns
Students will demonstrate understanding of how body shapes and levels communicate meaning in dance

Equipment & Resources Required

Music Player

Position for even sound coverage across dance space

Alternative: Bluetooth speaker, tablet with good speakers

PE Equipment

Positioned where all students can clearly see video examples

Alternative: Interactive whiteboard, large tablet, projector

Gymnastics Mats

8-10

Available around edges of space for floor work practice

Alternative: Yoga mats, carpet tiles

Cones

Use to mark formation positions and boundaries

Alternative: Bean bags, spot markers, chalk lines

Key Vocabulary

Attack sequence

A series of movements that show aggression or combat in dance

Low level

Movement performed close to the floor, crouching, crawling or lying down

Floor patterns

The pathways and shapes dancers create as they move across the space

Formation

The arrangement of dancers in relationship to each other in space

Contact

When dancers touch or connect with each other during movement

Martial arts movements

Combat-inspired actions adapted for dance, focusing on strength and precision

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic travelling movements and jumps from previous lessons
Understanding of high, medium and low levels in dance
Experience working with partners and small groups
Knowledge of how movement can tell stories

Current Skills

Martial arts-inspired attack movements
Low-level travelling and combat actions
Formation work and floor pattern creation
Partner contact and collaborative sequences

Next Steps

Integrating attack sequences with defence movements
Creating full narrative dances with conflict resolution
Advanced formation work with larger groups
Exploring different cultural dance fighting traditions

Milestone Indicators

Students can maintain character and intention throughout sequences

Groups work together seamlessly in formations

Attack movements show clear dynamic contrast

Floor patterns create visual impact and meaning

Key Teaching Points

Martial arts movements in dance are controlled and expressive, not aggressive
Low-level work requires strong core muscles and control
Formation work needs clear communication and timing between group members
Contact work must always prioritise safety and mutual consent
Attack sequences tell a story - focus on narrative meaning not realistic fighting
Group collaboration is essential for effective formation and pattern work
Performance requires commitment and confidence to communicate meaning to audience

Common Misconceptions

That martial arts in dance means real fighting - emphasise artistic interpretation
That attack movements should be aggressive - focus on controlled, expressive quality
That low-level work is easy - highlight the strength and control required
That formations just happen - emphasise the planning and communication needed
That contact work means pushing or grabbing - teach safe, consensual contact methods

SEN Adaptations

ADHD

Include regular active breaks, provide clear boundaries and expectations, offer choice in level of participation, use positive reinforcement frequently

dyspraxia

Break down sequences into smaller steps, provide extra practice time, offer peer support, focus on personal improvement rather than comparison

autism spectrum

Provide clear structure and routine, advance warning of performance expectations, quiet space available if needed, visual schedule of lesson activities

visual impairment

Use verbal descriptions of video content, provide tactile guidance for formations, use audio cues for timing, buddy system for spatial awareness

hearing impairment

Provide visual demonstrations of all movements, use visual cues for timing, written instructions on board, ensure student can see all demonstrations clearly

physical disability

Adapt movements to seated or supported positions, modify contact work as appropriate, adjust level requirements, provide alternative ways to show attack themes

Cross-Curricular Links

English

Narrative structure, storytelling through movement, descriptive vocabulary for movement qualities, speaking and listening during group work and feedback

Maths

Counting and timing in sequences, spatial awareness and geometric formations, patterns in choreography, symmetry and asymmetry in group arrangements

Science

Forces in movement, understanding of muscles and joints in martial arts actions, gravity and balance in low-level work, energy transfer in explosive movements

History

Understanding martial arts traditions from different cultures, historical context of warrior traditions, exploration of conflict and resolution themes

PSHE

Teamwork and cooperation, managing emotions during performance, showing respect for others' creative work, building confidence through creative expression

Teacher Guidance

Positioning

Move actively between groups during development work, maintain overview during performances

Observation Focus

Look for understanding of martial arts movement qualities, effective group collaboration, safe execution of all movements

Intervention Points

Step in if movements become unsafe or overly aggressive, support groups struggling with collaboration, provide additional challenges for advanced groups

Demonstration Notes

Use your own body to show martial arts qualities - sharp, controlled, precise. Demonstrate safe contact methods. Show how level changes affect movement impact.

Verbal Cues

•'Stay low and controlled!'
•'Show the attack through your movement quality!'
•'Work together to create your story!'
•'Sharp movements, soft landings!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 8m x 8m clear area, with additional space for audience during performances

Surface Check

Dry, non-slip floor suitable for low-level work and jumps

Equipment Safety

Safety Checks

•Ensure mats are flat and secure if used
•Check video equipment is positioned safely away from movement area
•Verify adequate lighting for all activities

Risk Management

Key Risks

•Collisions during partner jumping activities
•Unsafe contact during martial arts movements
•Injuries from low-level floor work
•Aggressive interpretation of martial arts themes

Risk Mitigation

•Clear boundaries and adequate spacing between groups
•Emphasise controlled, dance-quality movement throughout
•Monitor all contact work for safety
•Reinforce that this is creative dance, not real fighting

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during development work
•Move between groups during choreography time
•Watch for overly competitive or aggressive behaviour

Emergency Procedures

Stop all activity immediately, assess situation, provide appropriate first aid or support, clear space if needed